A Semi- Detailed Lesson Plan

in English-Grade 7
Prepared by: Caligtan, Jemimah

Content Standard: The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past;
various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
Performance Standard: The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts
using appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing English
sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.

Quarter 1 Week 4
The Structural Approach

I. Learning II. Learning III. Learning Content IV. Learning Procedure V. Assignment/
Objectives Assessment Agreement
Through a series of A. Subject Matter A. Statement of the problem
activities, the Subject -Verb  The students are
students should be Agreement presented with a short  Review your notes
able to: story. on subject-verb
B. References agreement and its
Anon. (2018). In an English class, Ms. rule for your quiz
A. correct errors in A. CORRECT Examples of subject-verb Emman asked her tomorrow.
subject- verb ME ACTIVITY agreement. Retrieved  Do not be absent.
agreement in the Correct errors in from
students to write a
given sentences; subject- verb http://examples.yourdictio sentence but most of
agreement in the nary.com/examples-of- them wrote incorrect
given sentences; subject-verb- sentences. Why?
agreement.html
B. share insights on B. SHARING Straus, J. (2011). e.g.
how subject-verb ACTIVITY Subject-verb agreement. Student A: We was waiting for
agreement leads to Share insights on Retrieved from you.
better how subject-verb https://www.grammarboo
understanding and agreement leads k.com/grammar/subjectVe Student B: He walk the dog.
effective to better rbAgree.asp Student C: Karlo and Karla is
communication; understanding going to the store.
and and effective
communication. C. Materials Student D: Someone left their
 Powerpoint backpack in the library.
 Graphic Organizer
 Activity Student E: They bats the ball.
C. construct C. WRITING Worksheet
sentences observing ACTIVITY  Copy of the story B. Generalization
the rules of subject- Construct
verb agreement. sentences D. Concept The subject and
observing the Subject- Verb verb must agree in
rules of subject- Agreement number.
verb agreement.  simply means
the subject and Correct grammar leads
verb must agree to better
in number. This comprehension and
effective
means both need communication.
to be singular or
both need to be
plural.

C. Inference
E. Skills 1. The students are introduced
 Constructing to the basics of subject- verb
sentences by agreement.
 applying what they Subject: Noun/Pronoun
have learned on Verb: Action
subject-verb
agreement. Singular- One
Plural- More than one
 Developing
analyzing skills by 2. The students are reviewed
correcting errors in regarding their BE VERBS.
the given
sentences.  Be- am
 Is- was
F. Values  Are- were
The students value e.g
the importance of 1. I (be) ______ hungry.
learning and using 2. They be) ______happy.
correct grammar in
acquiring better 3. The students determine
comprehension whether the the given verbs are
and effective singular or plural as a review to
communication. them.

 Plays (singular)
 Grow (plural)
 Prays (singular)

4. The students give the plural

form of the given words orally.
 Dog (dogs)
 Band (bands)
 Group (groups)
5. The students are presented
with the general and basic rules
of subject-verb agreement.

6. The students answer the

given activities.

Activity 1:

7. The students correct the

errors in their written sentences
Activity 2: Let’s take a look
at this!

Student A: We was waiting for

you.
Correct: We were waiting for
you.

Student B: He walk the dog.

Correct: He walks the dog.

Student C: Karlo and Karla is

going to the store.
Correct: Karlo and Karla are
going to the store.

Student D: Someone left their

backpack in the library.
Correct: Someone left his/ her
backpack in the library.

Student E: They beats the ball.

Correct: They beat the ball.
Activity 3:
Answer the question briefly.

How subject-verb agreement

does leads to better
comprehension and effective
communication?

7. The students share their

answers on their Activity 3.

8. The students are informed

with the importance of subject-
verb agreement.

e.g.
Subject verb agreement leads to
better comprehension by
making it easier for students to
convey what they read, and to
what has been said.
9. The students pass their
activity worksheets.

D. Verification
The students construct 5
sentences in which the
subject and verb agree
by observing the rules of
subject-verb agreement.
 What are the similarities that
you have observed from
examples 1-5?
7. The students are presented
examples of body idioms.

6. It cost me an arm and a leg

to get my car fixed.

7.'I put my foot in my mouth

when I called by brother's new
wife by his ex-wife's name.

8. The students are presented

examples of biblical idioms.
8. “I think my washing
machine has finally bitten
the dust.”
9. “James is trying to give
me dating advice but it’s like
the blind leading the blind.”
10. He experienced a fall
 from grace in the 1980’s
from which he never truly
recovered.

9. Students answer the

following questions.

1. What have you observed

from examples 6 and 7? Can
you see any similarities in
it?
2. How about examples 8 to
10? What have you
observed?

3. From your observation of

all the given examples, what
categories of idioms are
presented?

10. The students classify all the

given examples according to the
categories of idioms.

11. The answers are shown to

the students.
 Examples 1-5 are
examples of Animal
Idioms.
 Samples 1-5 are
examples of Food
Idioms.
 Examples 6-7 are
 examples of Body
Idioms.
 Examples 8-10 are
examples of Biblical
Idioms.

12. The students share their

examples on the different
categories of idioms.
D. Generalization
 Students reflect on the
given statement.

Idiomatic expression adds

creativity to a piece/story.

E. Application
 Make a 3-5 mins. role
play presentation using
any of the categories of
idioms.

Animal Idioms
Food Idioms
Body Idioms
Biblical Idioms
2. The students answers are
evaluated through the use of
follow-up questions.

Why do you prefer

sleeping at night with
lights on?

Why do you prefer

sleeping at night with
 lights off?

3.The students share their

answers to the class.

4. Link the motivation of

today’s topic by introducing
them the story “ILAW”by Pink
K. Kabuteng.

B. Lesson Proper
1.Immediate Preparation

 Introduce to the class a

poem entitled ILAW by
Pink K. Kabuteng,
through the use of a
video.
 Read it to the class with
feelings.
 Ilaw
The light is muted,
glowing ever so faintly
and I cup my hands
to shelter it from
the harsh wind...

It flickers,
it wavers,
and my heart
does a triple dive
then beats back to normal
as I see that flame
fight, become steady,
and stand up against that wind.

I've seen this happen before,

but it always tries to shine forth
with a ferocity
that can only be fueled
by love and faith...

A different gust,
another typhoon,
yet still it tries to beam...

This light amazes me

with its tenacity.
I go through life with
only a mere spark of it
in my heart
But how proud I am
to have been borne from it,
to have it with me,
burning in my soul.
 This light is awe-inspiring...
with just a kiss from it
and warmth abounds,
never burning out,
rather, sharing that glow
to brighten lives.

The wick may be short,

the wax melting faster
than we would want it to...
But the light is still there,
and that gives me hope.

 The students are asked

to read the poem by
group.

2. The Hour of Appreciation

 The students are asked

to read the poem by
group.

 A volunteer is asked to
read the poem alone
with expressions.

3.Intellectual Discussion
  The students are asked
the following questions.
1.What does “ILAW ”refers
to in this poem?

2. From your reading on the

poem, who is a mother then?

3.Why is she called “ILAW

NG TAHANAN”.

 Students are informed

that “ILAW NG
TAHANAN” is a
Filipino idiomatic
expressions that refers to
mothers.

4.Aesthetic Discussion

 The students are asked

the following question.
Which part of the poem
strucked you the most?
Why?

 The students are given

the chance to listen to a
story about mother’s
love.
  The teacher shares a
story to the class about
her mother.
 The students are asked
to share stories about
their mother as to why
they call them “Light of
the home”.
 The students are
instructed to listen and
reflect to the story of
their classmates.
5. Reproduction
 The students are
instructed to read the
story as a class.
 The students are then
tasked to work with
their groupmates and
compose a
2-3 stanza poem about a
mother using idiomatic
expressions.

C.GENERALIZATION
 Students are given the
chance to reflect on the
given statement.
A mothers’ heart is always
with her children.
.

3. Present examples of
idiomatic expressions with their
literal and figurative meaning.
e.g.
 IDIOMS FIGURATIVE
MEANING
Shake a Look and
leg. see.

4. The students’ worksheets are

given to them for their activity.

5. The students are tasked to

match the idioms with their
figurative meaning.
e.g.
 Have egg Be quiet
on your
face.
Zip your Feel
lip. embarrassed
or silly
Keep an You’re
eye out. clumsy.
You’re all Hurry up.
thumbs.

6. The students share their

answers to the class and
checked by the teacher.

7. The students are grouped into

five according to their first
language to work on the given
activity.

Think at least five

examples of idiomatic
expressions from your
native languages. Be
ready to share it to the
class with their figurative
meaning.

8. The students share examples

idiomatic expressions to the
class from their native
languages with their figurative
meanings.
9. The students sharing are
given feedbacks.

10. Interactive discussion

guided by the following
questions follows.

 Do you enjoy using

idiomatic expressions?
 What do you think are
the importance of using
idiomatic expressions in
our daily life?
11. The students are encouraged
to share their answers and
insights to the class.
12. The students’ sharing is
evaluated.

C. Generalization

Idiomatic
expressions are not
just simply words
and phrases but
draw the essence
of the English
culture, the
creativity in
language and
reflect to human
D. Application
Present a 2-3 mins dialogue
using idiomatic expressions.

4. Show the meaning of the

presented idioms after the
sharing.

e.g.
5. Give students information
about translating idioms.

e.g.
6. Gather the students in five
groups after the discussion, and
let them work as a group.
7. Play short five great songs
with idiomatic expressions and
assign one song to each group.
8. Distribute a copy of the song
assigned to them.

8. Challenge the students to do

the following activities.
Activity 1
-Identify the idiomatic expressions in
the song that was assigned to you.
-Use the idiomatic expressions to
come up with a dialogue.
 Activity 2
-Translate the song assigned to you in
Filipino and plan on how you are
going to present the song
Notes:
-You may present the whole song or
you may cut the song as long as
idiomatic expressions are included
and the message of the song is
conveyed.
-You may also use the idioms to come
up with a dialogue.
Be creative.

8. Give enough time for the

students to do their activity.
9. Let the students share to the
class their work.
10. Appreciate students work
through an interactive
discussion guided by the
following questions.
 1. What difficulties have you
encountered when you are doing your
activity?

2. What do you think are the

importance of using idiomatic
expressions in communication?

3. Have you enjoyed translating the

idiomatic expressions of the songs?

11. Give feedbacks to the

students’ presentation and
sharing.

C. Generalization
Idiomatic expressions are not just
simply words and phrases but
draw the essence of the English
culture, the creativity in language
and reflect to human daily
experiences.

D. Application
Incorporate idiomatic
expressions in their own
writing.
e.g.
GROUP ACTIVITY
-Write your own script using
idiomatic expressions.
-Be ready for your presentation.
Groups:

1.Family Get Together

2. Delivering a Speech
3. Meeting Old Friends
4.Playing a game
5.Telephone Conversation
B.

2. Let the students read the

poems as a class.
3. Call for students to share
their insights on what they think
is the mood, tone, the technique
used and on what they think is
purpose of the author in writing
the piece.

4. Divide the class into four

groups and assign the given
poems for each group to work
on after the sharing.

5. Task the students to translate

the poems and jokes in Filipino
language to determine if there is
a change in the mood and tone
after the translation.

6. Remind the students that they

are going to present their
translated work in front of the
class.

7. Give time for the students to

do their activity.

8. Ask for students to share

their insights after every
presentation guided by the
following question.

 Was there a specific

difference on the mood
and tone between the
original poem and the
translated poem that you
have read and heard?
 What specific style of
writing have you used in
translating your work?

Activity 02:
C. Generalization
4. Show pictures to the
representatives together with
the strips of paper that they will
present.

5. Ask the students reaction

after the game.

6. Task them again to do their

next activity which is the
“Mother May I Activity”.

7. Post the instruction on the

board.
 The
representatives
per row will go
in front and act
as the children.
The other
groupmates will
act as the
mother.

The
representative
who acts as the
mother stand in a
line and ask the
permission of the
mother by saying
“Mother May I”
and state what
she wants to do.

The other
students then
who acts as the
mother will say
“Yes, you may” so
that the children
can already
8. Allow the students to start
their activity.
C. Comparison and
Abstraction

1.Post on the board simple

sentences written in a cartolina.

1. My
father
presented
me with an
expensive
watch.

2.The light
was so
bright that
it hurt my
eyes.
2. Pose again another set of
simple sentences written in a
cartolina.

1.I will
watch the
presentati
on
ceremony
later.

2.I asked
him to
light the
way with
the help of
a torch.
3. Task at least three students to
share their observations in the
sentences they read on the
board based on the given
questions.
What do you think
is the connection
of the two
sentences from
examples 1 and 2.

4. Give the difference of the

two sentences to the students.

In sentence
number 1, the
word watch and
light are used as
nouns in the
 In sentence
number 1, the
word light and
watch are name
of things, while in
sentence two,
light and watch
are actions that
happened in the
sentence.
5. Entertain questions from the
students if they have.

D. Generalization
1. Post a pyramid picture list on
the board. Call for volunteers
to write what are their hobbies
and their favorite thing to do.
*Pose the definition of Verbs.

Verbs-a word
used to describe
an action, state,
or occurrence,
and forming the
main part of the
predicate of a
sentence, such
as hear,
become,
happen.
-action words.
E. Application
-Construct any short story using
verbs, at least 8-10 sentences.
Developmental Lesson